Collaboration and wikis: Difference between revisions

Revision as of 16:37, 26 January 2010

Introduction

This wiki explores some of the links between collaboration and the use of wikis.

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-When investigating technology trends and learning approaches there is literally countless journal articles on each which could, individually, make up a thesis on their own. However, throughout this discourse, we will investigate the ever increasing trend of social software (which includes, but is not limited to the likes of Facebook, Wikispaces, Ning, LinkedIn, and more) and the rise of collaborative learning approaches. To first begin, we must understand what the notion of “social software” is. It appears the phrase was coined or first made popular by Clay Shirky (2003, para. 2), who described it simply as, “It's software that supports group interaction.” Often this software has taken the form of a website on the internet which opens it to a massive worldwide audience. The marriage of these two trends, one a tool to enhance technology and the other a learning approach can be seen as both a novel one and something worthwhile for teachers and educators to investigate. As Doringer (2008, p. 11) argues, “our society is still far from efficiently exploiting the full potential of technology enhanced learning” . It is clear to many in the field this is a fairly broad, but correct statement. There exists isolated pockets of educators and organizations who have integrated technology extremely well, yet there is a large majority who have not as well. The sort of collaborative learning approach which can be seen as one of the strongest proponents of this online trend of social software needs to exists both online and offline, learning and sharing ideas and as Doringer (2008, p. 11) proposes: “transforming the way we teach and learn requires a collective effort engaging all players fostering education and lifelong learning.”. The purpose of this essay is to assert the idea that the social software trend we have been witnessing over the past decade in combination with collaborative learning techniques will lead to the better delivery of education and enhanced learning for both the student and the instructor.
-When looking at the idea of collaborative learning as a means of educating, it is important to know there is a school of thought which strongly supports this method of learning. One of the best ways to encourage this collaborative learning is through the use of social software and online web tools. As Frydenberg (2008, Introduction, para. 3) states, in discussing the role of wiki websites, “Because students and faculty can both post information to the wiki, the role of the instructor changes from being the single authority to being a partner with the students in their own learning”. The concept of collaborative learning has come further in prominence in our world and as Choy and Ng (2007, Social Software and Learning, para. 1) suggest, “…changes in our understanding of practices of creativity and innovation - from the idea of the isolated individual to the concept of 'communities of practice', where reflection and feedback are important collaborative processes” has proven to be a powerful and worthwhile means of educating and learning.” By and large, one of the most powerful and useful social software options which exists is that of the “Wiki”, which is explained by Kok (2009, Definition, para. 1) as, “…the most representative tool that enables the new Web 2.0 philosophy that is defined by user participation, openness and network effects…. this social software is an enabler of social interaction, collaboration and information sharing, promoting the growth of communities as user groups.”
+== Introduction ==
+This wiki explores some of the links between collaboration and the use of wikis.
-As we continue to see the growth of internet education based technological advancements and as we continue to research various learning styles, we develop an overall sense of what has strong potential and what may not. A large part of the problem with the technological advancements is the desire to adopt them immediately without critically analyzing them. Koh (2009 Introduction, para. 3) outlines the argument and issue concisely, stating, “…new studies have examined the challenges of group work from a student perspective. Therefore, to improve our practice, we need to expand our knowledge of what students find challenging, as well as beneficial, about group work in online settings. .” As it’s suggest by Järvelä, et al. (2007, p. 71), “…only a few studies give detailed arguments as to what are these new opportunities in terms of learning interaction and collaboration” in terms of technology in education. If these sort of novel approaches can embrace not only the technology but also incorporate a learning style such as collaborative learning, then there may be a truly effective learning environment occurring. When scrutinizing the notion of using social software for educational ends, Dalsgaard and Mathiasen (2008, Introduction, para. 1) make an interesting and important point, stating that “…the term has not grown out of an educational discussion, and social software has not been developed specifically for learning.”
-The further democratization of the educational process at institutions across the globe can be seen thanks to the incorporation of social software in the teaching and learning process. It appears, and it has been argued throughout this essay, that collaborative learning amongst learners and social software can, indeed, and often does, go hand in hand. The continued rise in the inception and wide-spread use of both technology and the collaborative learning method will lead to better widespread access to education. Dalsgaard and Mathiasen (2008, Conclusion, para. 1) conclude their findings with an excellent point, arguing that, “that learning processes are not controlled by the educational institution, and that learning and communication are not limited to the teaching and the use of resources provided by the educational institution”. Increased and continual research is pivotal to realizing the power that both social software and collaborative learning can play a major role in our traditional learning and education system.
-Bibliography
-Choy, S. O., & Ng, K. C. (2007). Implementing wiki software for supplementing online learning. Australasian Journal of Educational Technology , 23 (2), 209-226. Retrieved from http://www.ascilite.org.au/ajet/ajet23/choy.html
-Dalsgaard, C., & Mathiasen, H. (2008). Self-Organized Learning Environments and University Students’ Use of Social Software: A Systems Theoretical Perspective. International Journal of Instructional Technology and Distance Learning , 5 (2). Retrieved from http://itdl.org/Journal/Feb_08/article01.htm
-Dorninger, C., & Schrack, C. (2008). Future Learning Strategy and ePortfolios in Education. International Journal Of Emerging Technologies In Learning (IJET) , 3 (1), 11-14. Retrieved from http://online-journals.org/i-jet/article/view/251/234
-Frydenberg, M. (2008). Wikis as a Tool for Collaborative Course Management. MERLOT Journal of Online Learning and Teaching , 4 (2). Retrieved from http://jolt.merlot.org/vol4no2/frydenberg0608.htm
-Järvelä, S., Näykki, P., Laru, J., & Luokkanen, T. (2007). Structuring and Regulating Collaborative Learning in Higher Education. Educational Technology & Society, , 10 (4), 71-79. Retrieved from http://www.ifets.info/journals/10_4/8.pdf
-Koh, M. H., & Hill, J. R. (2009). Student Perceptions of Group Work in an Online Course: Benefits and Challenges. The Journal of Distance Education , 23 (9), 69-92. Retrieved from http://www.jofde.ca/index.php/jde/article/view/477/905
-Kok, A. (2009). Understanding the Wiki Technology. International Journal of Instructional Technology and Distance Learning , 6 (10). Retrieved from http://www.itdl.org/Journal/Oct_09/article02.htm
-Shirky, C. (2003, July 1). Shirky: A Group Is Its Own Worst Enemy. Retrieved January 21, 2010, from Clay Shirky's Writings About the Internet: http://www.shirky.com/writings/group_enemy.html

Collaboration and wikis: Difference between revisions

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